English Language Proficiency Assessments Office Update Nov 2015.pdf · SSPI: State Superintendent...
Transcript of English Language Proficiency Assessments Office Update Nov 2015.pdf · SSPI: State Superintendent...
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
Updates on the English Language
Proficiency Assessments for
California
Bilingual Coordinators Network Meeting
November 20, 2015
English Language Proficiency Assessments Office
TOM TORLAKSONState Superintendent of
Public Instruction
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Overview
• Road to the English Language Proficiency Assessments for
California (ELPAC): A Historical Perspective
• Proposed Timeline for the Transition from the California
English Language Development Test (CELDT) to the ELPAC
• Purpose of the ELPAC Test Blueprints
• Summary and Overview of Task Types
• Future Updates to the Test Blueprints
• Next Steps
• Proficiency Level Descriptors
• Proposed ELPAC General Performance Levels Descriptors
• Educator Opportunities for Participation in ELPAC
Development
• Update on the ELPAC Regulations
• 2016 CELDT Scoring Training of Trainers
• Contact Information
TOM TORLAKSONState Superintendent of
Public Instruction
Road to the English Language Proficiency Assessments for California (ELPAC):
A Historical Perspective
Adoption of the
California ELD
Standards
(Nov. 2012)
2014
SB 201 (Chapter 478,
Statutes of 2013) amended
California Education Code
(EC) sections 313 through
60810
2015
AB 899 expert panel identified
the math standards and CA
NGSS that correspond to the
2012 ELD Standards (April–May
2015)
Standard setting for the SA
(winter 2017)
2016
2017
2018
SA field test
(spring 2017)
Operational
IA and SA
Key:
AB: Assembly Bill
CA NGSS: California Next Generation Science Standards
CCCSS: California Common Core State Standards
ELA: English Language Arts
ELD: English Language Development
IA: Initial Assessment
SA: Summative Assessment
SB: Senate Bill
SSPI: State Superintendent of Public Instruction
2013
ELA/ELD Curriculum
Framework
(Published 2014)
Development and
approval of K‒12
test blueprints
(2015)
Development of new
items, task types,
and a pilot test
(2015)
IA field test
(fall 2017)
Continued
development of
new items
(2016)
Standard
setting for the
IA (winter 2018)
AB 899 approved by
the Governor
(2013)
2012
2010
Adoption
of the
CCCSS
(2010)
Development of
performance level
descriptors (summer
2016)
TOM TORLAKSONState Superintendent of
Public Instruction
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2015–16 2016–17 2017–18 2018–19
ELPAC
Pilot Testing
December
2015
Field Test
Administrations
(No scores
reported)
ELPAC
Summative(Spring 2017)
ELPAC
Initial(Fall 2017)
Operational
Administrations
(Scores
reported)
CELDT CELDT CELDTELPAC
Summative(Spring 2018)
ELPAC
Initial(July 1, 2018)
ELPAC
Operational (Initial and
Summative)
Proposed Timeline for the Transition
from the CELDT to the ELPAC
TOM TORLAKSONState Superintendent of
Public Instruction
Purpose of the ELPAC Test
Blueprints
To provide and illustrate:
• Proposed number of test items
• Proposed number of points for each task
type
• Alignment of the test items/task types with
the 2012 ELD Standards and its
correspondence to the 2010 CA CCSS
mathematics and science standards
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TOM TORLAKSONState Superintendent of
Public Instruction
Summary of Task Types
Task types in the ELPAC:
• Incorporate Foundational Literacy Skills in grades K–1
• Include teacher scaffolding in grades K–1
• Include some listening items that are recorded
• Contain integrated task types (e.g., reading with
writing, speaking with listening)
– 2012 ELD Standards call for students to develop
language skills that integrate tasks
– Scores are allocated to the area of student
production (i.e., for speaking with listening, score
would be given for speaking)
• Can be discrete or in sets of questions
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TOM TORLAKSONState Superintendent of
Public Instruction
Overview of Task Types
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Listening Listening to a Classroom Conversation
Choose a Reply
Listen to a Story
Listen to an Oral Presentation
Listen to Speakers Support Opinion
Speaking Talk about a Scene
Answer and Ask Questions
[Integrated: Speaking with Listening]
Speech Functions
Speaking – Support an Opinion
4-Picture Narrative
Summarize an Academic Presentation
[Integrated: Speaking with Listening]
Present and Discuss Information
[Integrated: Speaking with Reading]
Reading Read-Along Word with Scaffolding
Read-Along Story with Scaffolding
Read-Along Sentence
Read-Along Information
Read and Choose a Word
Read and Choose a Sentence
Read a Short Informational Passage
Read a Literary Passage
Read an Informational Passage
Read a Student Essay
Writing Label a Picture – Word with Scaffolding
Write a Story Together with Scaffolding
Write an Informational Text Together
Write and Support an Opinion
Label a Picture – Sentence
Read and Respond to a Message
[Integrated: Writing with Reading]
Write about an Experience
Write about Academic Information
[Integrated: Writing with Reading]
Justify an Opinion
Summarize a Presentation
[Integrated: Writing with Listening]
TOM TORLAKSONState Superintendent of
Public Instruction
Listening
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*Items are similar to a CELDT item that is aligned with the 2012 ELD Standards.
Listening Task Types Aligning Standard(s)
Listening to a Classroom
Conversation
Part I, A1 – Exchanging information and ideas
Part I, A3 – Offering and supporting/justifying
opinions
Choose a Reply Part I, A1 – Exchanging information and ideas
Listen to a Story* Part I, B5 – Listening actively
Part I, B7 – Evaluating language choices
Listen to an Oral Presentation* Part I, B5 – Listening actively
Part I, B7 – Evaluating language choices
Listen to Speakers Support Opinions Part I, A1 – Exchanging information and ideas
Part I, B5 – Listening actively
Part I, B7 – Evaluating language choices
TOM TORLAKSONState Superintendent of
Public Instruction
Speaking
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Speaking Task Types Aligning Standard(s)Talk about a Scene Part I, A1 – Exchanging information and
ideas
Answer and Ask Questions
[Integrated: Speaking with Listening]
Part I, A1 – Exchanging information and
ideas
Speech Functions** Part I, A4 – Adapting language choices
Speaking – Support an Opinion Part I, C11 – Supporting own and
evaluating other’s opinions
Part I, A3 – Offering and
supporting/justifying opinions
4-Picture Narrative** Part I, C9 – Expressing information and
ideas
Summarize an Academic Presentation
[Integrated: Speaking with Listening]
Part I, C9 – Expressing information and
ideas
Present and Discuss Information
[Integrated: Speaking with Listening]
Part I, C9 – Expressing information and
ideas
Part I, A3 – Offering and
supporting/justifying opinions
**Items are the same as CELDT items that are aligned with the 2012 ELD Standards.
TOM TORLAKSONState Superintendent of
Public Instruction
Reading
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Reading Task Types Aligning Standard(s)Read-Along Word with Scaffolding Part I, B6 – Reading closely literary and
informational texts
Read-Along Story with Scaffolding Part I, B6 – Reading closely literary and
informational texts
Read-Along Sentence Part I, B6 – Reading closely literary and
informational texts
Read-Along Information Part I, B6 – Reading closely literary and
informational texts
Read and Choose a Word Part I, B6 – Reading closely literary and
informational texts
Read and Choose a Sentence Part I, B6 – Reading closely literary and
informational texts
Part I, B6a – Explain ideas
Read a Short Informational
Passage
Part I, B6 – Reading closely literary and
informational texts (including a – Explain ideas,
b – Express inferences, and c – Use knowledge of
morphology (e.g. affixes, roots and base words)
Part 1, B7 – Evaluating language choices
Part 1, B8 – Analyzing language choices
Part 2, A1 – Understanding text structure
Part 2, A2 – Understanding cohesion
TOM TORLAKSONState Superintendent of
Public Instruction
Reading (cont.)
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Reading Task Types Aligning Standard(s)Read a Literary Passage* Same as “Read a Short Informational Passage”
Read an Informational Passage* Same as “Read a Short Informational Passage”
Read a Student Essay Part I, B6 – Reading closely literary and informational
texts (including a – Explain ideas,
b – Express inferences, and c – Use knowledge of
morphology (e.g. affixes, roots and base words)
Part I, B7 – Evaluating language choices
Part I, B8 – Analyzing language choices
Part II, B3 – Using verbs and verb phrases
Part II, B4 – Using nouns and noun phrases
Part II, B5 – Modifying to add details
Part II, C6 – Connecting ideas
Part II, C7 – Condensing ideas
*Items are similar to a CELDT item that is aligned with the 2012 ELD Standards.
TOM TORLAKSONState Superintendent of
Public Instruction
Writing
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Writing Task Type Aligning Standard(s)Label a Picture – Word with
Scaffolding
Part I, C10 – Composing/writing literary and
informational texts
Write a Story Together with
Scaffolding
Part I, A2 – Interacting with others in written
English
Part I, C10 – Composing/writing literary and
informational texts
Write an Informational Text Together Part I, A2 – Interacting with others in written
English
Part I, C10 – Composing/writing literary and
informational texts
Part II, A1 – Understanding text structure
Part II, A2 – Understanding cohesion
Part II, B4 – Using nouns and noun phrases
Part II, B5 – Modifying to add details
Part II, C6 – Connecting ideas
Write and Support an Opinion Part I, C11 – Support own and evaluating other’s
opinions
Part I, C10 – Composing/writing literary and
informational texts
Part I, C11a – Justify opinions or persuade others
TOM TORLAKSONState Superintendent of
Public Instruction
Writing (cont.)Writing Task Type Aligning Standard(s)Label a Picture – Sentence Part I, C10b – Write clear and coherent
summaries of text
Part I, C12 – Selecting and applying language
choices
Part I, C12b – Use knowledge of morphology
appropriately
Part II, B4 – Using noun and noun phrases
Read and Respond to a Message
[Integrated: Writing with Reading]
Part I, A2 – Interacting with others in written
English
Part I, C11 – Support own and evaluating other’s
opinions
Part I, C12 – Selecting and applying language
choices
Write about an Experience Part I, C10b –Write clear and coherent summaries
of text
Write about Academic Information
[Integrated: Writing with Reading]
Part I, C10b – Write clear and coherent
summaries of text
Part I, A2 – Interacting with others in written
English
Justify an Opinion Part I, C11a – Justify opinions or persuade others
Summarize a Presentation
[Integrated: Writing with Reading]
Part I, C10b – Write clear and coherent
summaries of text 13
TOM TORLAKSONState Superintendent of
Public Instruction
Sample Task TypeDomain Task Type Description ELD
Standard
Writing Justify an Opinion
Initial: Grades 9–10,
11–12
Summative:
Grades 6–8,
9–10, 11–12
Communicative Context: The
test taker is writing a letter to a
school newspaper.
Stimulus: A common topic (e.g.,
wearing school uniforms, best
type of exercise) is introduced.
Response: The test taker writes
a paragraph containing his/her
opinion along with support.
Scoring: The examiner scores the
response after the test
administration based on Writing
Rubrics.
Part I, A2 –
Interacting with
others in written
English in various
communicative
forms (print,
communicative
technology, and
multimedia)
Part I, C11 –
Justifying/arguing
Part I, C12 –
Selecting language
resources
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TOM TORLAKSONState Superintendent of
Public Instruction
Sample Task Type (cont.)Domain Task Type Description ELD
Standard
Writing Read and Respond
to a Message
[Integrated Skills:
Writing with
Reading]
Initial: Grades 6–8
Summative:
Grades 3–5, 6–8,
9–10, 11–12
Communicative Context: The
test taker is answering a written
message.
Stimulus: The student reads a
written note, letter, e-mail, or
text message asking for help,
information, etc. Appropriate
graphics will be used to make the
message look authentic.
Response: The test taker writes
an appropriate response to the
questions in the message.
Scoring: The examiner scores the
response after the test
administration based on Writing
Rubrics.
Part 1, A2 –
Interacting with
others in written
English in various
communicative
forms (print,
communicative
technology, and
multimedia)
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TOM TORLAKSONState Superintendent of
Public Instruction
Future Updates to the Test
Blueprints
• Format
• Technical adjustments based on
results from the pilot and field
tests
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TOM TORLAKSONState Superintendent of
Public Instruction
Next Steps
State Board Approval of:
• General performance level
descriptors
• Performance level cut scores based
on standard setting
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TOM TORLAKSONState Superintendent of
Public Instruction
Questions
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TOM TORLAKSONState Superintendent of
Public Instruction
Proficiency Level Descriptors of
the 2012 ELD Standards
Three levels of English language development
as a continuum:
• Emerging
• Expanding
• Bridging
Each level includes:
• Overall Proficiency
• Early Stage
• Exit Stage
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TOM TORLAKSONState Superintendent of
Public Instruction
Proficiency Level Descriptors
(cont.)
The descriptors for early and exit stages of
each proficiency level are detailed across
three modes of communication:
• Collaborative: Engaging in dialogue with
others
• Interpretive: Comprehension and analysis
of written and spoken text
• Productive: Creation of oral presentations
and written text
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TOM TORLAKSONState Superintendent of
Public Instruction
Proposed ELPAC Performance
Levels
ELPAC 1 ELPAC 2 ELPAC 3 ELPAC 4(Proficient)
Target ELPAC 2
StudentTarget ELPAC 3
Student
Target ELPAC 4
Student
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TOM TORLAKSONState Superintendent of
Public Instruction
Proposed ELPAC General Performance
Level DescriptorsLevel Description
4
English learners at this level have fully functional receptive and productive skills. They
can use English to learn and communicate in meaningful ways that are appropriate to
different tasks, purposes, and audiences in a variety of social and academic contexts.
They may need occasional linguistic support to engage in familiar social and academic
contexts; they may need light support to communicate on less familiar tasks and topics.
3
English learners at this level have moderately functional receptive and productive
skills. They can sometimes use English to learn and communicate in meaningful ways
in a range of topics and content areas. They need light to minimal linguistic support to
engage in familiar social and academic contexts; they need moderate support to
communicate on less familiar tasks and topics.
2
English learners at this level have somewhat functional receptive and productive
skills. They can use English to meet immediate communication needs but often are not
able to use English to learn and communicate on topics and content areas. They need
moderate-to-light linguistic support to engage in familiar social and academic contexts;
they need substantial-to-moderate support to communicate on less familiar tasks and
topics.
1
English learners at this level have limited to no functional receptive and productive
English skills. They tend to rely on learned words and phrases to communicate
meaning at a basic level. They need substantial-to-moderate linguistic support to
communicate in familiar social and academic contexts; they need substantial linguistic
support to communicate on less familiar tasks and topics.
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TOM TORLAKSONState Superintendent of
Public Instruction
TOM TORLAKSONState Superintendent
of Public Instruction
Educator Opportunities for
Participation in ELPAC Development
• February 22–23, 2016—Item Writer Training 1
• February 24–25, 2016—Item Writer Training 2
• July 2016—Content review panel (five days)
• July 2016—Bias and sensitivity review panel
(three days)
• August 2016—Development of domain-
specific performance level descriptors
The online application can be accessed at
https://www.surveymonkey.com/r/ELPACApp2015.
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TOM TORLAKSONState Superintendent of
Public Instruction
Update on the ELPAC
Regulations
• Revisions based on legal review
• To the January SBE meeting to approve the
commencement of the rulemaking process
• 45-day public comment period ending with a public
hearing at the California Department of Education
in March 2016
• Anticipated adoption of the regulations for the
spring 2017 ELPAC field test
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TOM TORLAKSONState Superintendent of
Public Instruction
2016 CELDT Scoring Training of
Trainers
Date Day Location
April 7 Thurs. Sacramento
April 13 Wed. Downey
April 14 Thurs. Riverside
April 15 Fri. San Diego
April 19 Tues. San Jose
April 20 Wed. Stockton
April 21 Thurs. Clovis
August 16 Tues. Anaheim
August 23 Tues. Sacramento
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Workshop registration will open on Wednesday, February 24, 2016.
TOM TORLAKSONState Superintendent of
Public Instruction
Contact Information
English Language Proficiency
Assessments Office
Phone: 916-319-0784
CELDT e-mail: [email protected]
ELPAC e-mail: [email protected]
CELDT Web page: http://www.cde.ca.gov/ta/tg/el/
ELPAC Web page: http://www.cde.ca.gov/ta/tg/ep/
Join the CDE’s ELPAC e-mail list by sending a blank e-mail to: [email protected].
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